English I
Unit of Study: Review Embedded Assessment
CURRICULUM OVERVIEW
Second Grading Period – Week 1
Big Idea
Unit Rationale
Students will revisit their own writing from the first Nine Weeks to self-assess their own learning
outcomes. Students need to be aware of their academic progress, which is why it is essential for
students to revisit and revise the work they have written in the past. Reflection is the best way for
students to become aware of their own abilities, areas in need of improvement, and progress.
Jensen, E. (2005). Teaching with the brain in mind. (2 nd edition.) Alexandria, VA: Association for
Supervision and Curriculum Development.
Students need to have the opportunity to review their work in order to fully
comprehend the concepts that were taught previously. “In general, we have
only three “chances” to help students in learning: 1) the original encoding, 2)
the maintenance of that memory, and 3) the retrieval of the learning.”
Jensen, E. (2005). Teaching with the brain in mind. (2nd edition). Alexandria,
VA: Association for Supervision and Curriculum Development.
TEKS Specificity – Intended Outcomes
TEKS
Texas Essential Knowledge and Skills
Concepts
(1) Writing/Purposes
The student writes in a variety of forms, including business, personal, literary, and persuasive
texts, for various audiences and purposes.
(a) write in a variety of forms using effective word choice, structure, and sentence forms with
emphasis on organizing logical arguments with clearly related definitions, theses, and
evidence; write persuasively; write to report and describe; and write poems, plays, and
stories
(4) Writing/Inquiry/research
The student uses writing as a tool for learning.
(b) use writing to discover, organize, and support what is known and what needs to be learned
about a topic
(7) Reading/comprehension
The student comprehends selections using a variety of strategies.
(a) establish a purpose for reading such as to discover, interpret, and enjoy
(b) draw upon his/her own background to provide connections to texts
(c) monitor reading strategies and modify them when understanding breaks down such as
rereading, using resources, and questioning
(d) construct images such as graphic organizers based on text descriptions and text structures
(e) analyze text structures such as compare and contrast, cause and effect, and chronological
ordering
(f) identify main ideas and their supporting details
(g) summarize texts
(h) draw inferences such as conclusions, generalizations, and prediction and support them
from the text
(i) use study strategies such as skimming and scanning, note taking, outlining, and using
study-guide questions to better understand texts
(j) read silently with comprehension for a sustained period of time
SAISD © 2008-09 – Second Grading Period
English I
” I CAN” statements highlighted in yellow should be displayed for
students.
I can:
 Write in response to texts in Reader’s Notebooks
 Write in a variety of voices
 Use the writing process
 Use a graphic organizer or other tool to organize my ideas and thoughts
 Use the reading comprehension process with different types of texts
 Compare and contrast different genres of texts
 Summarize and find the main idea of texts
 Understand writer’s craft such as dialogue, similes, characterization and
sensory details









Make interpretations of texts and music
Make connections to texts and music
Listen to music and read alouds for interpretation and discussion
Use effective verbal skills to present a product
Create a product for presentation
Use a variety of media to enhance my understanding and/or connection
to my ideas
Use technology to enhance my understanding and/or presentation of
my ideas
Review my work and make appropriate corrections
Present clearly in front of the class
Page 1 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
(10) Reading/literary response
The student expresses and supports responses to various types of text.
(b) use elements of text to defend his/her own responses and interpretations
(11) Reading/literary concepts
The student analyzes literary elements for their contributions to meaning in literary texts.
(a) recognize theme within a text
(b) analyze the relevance of setting and time frame to text’s meaning
(c) analyze characters and identify time and point of view
(d) identify basic conflicts
(e) analyze the development of plot in narrative text
(16) Listening/speaking/purposes
The student speaks clearly and effectively for a verity of purposes and audiences.
(a) use the conventions of oral language effectively
(b) use informal, standard, and technical language effectively to meet the needs of purpose,
audience, occasion, and task
(e) ask clear questions for a verity of purposes and respond appropriately to the questions of
others
(f) make relevant contributions in conversations and discussions
(17) Listening/speaking/presentations
The student prepares, organizes, and presents informative and persuasive oral messages.
(a) present and advance a clear thesis and support the major thesis with logical points or
arguments
(20) Viewing/Representing/Analysis
The student analyzes and critiques the significance of visual representations.
(b) deconstruct media to get the main idea of the message’s content
(21) Viewing/Representing/Production
The student produces visual representations that communicate with others.
(e) create, present, test, and revise a project and analyze a response, using data-gathering
techniques such as questionnaires, group discussions, and feedback forms.
SAISD:
Students maintain a Reader’s and a Writer’s Notebook to comprehend and write in response to
reading with textual evidence, compare and contrast varied text (literary, informative and multimedia) and synthesize and evaluate new learning.
Evidence of Learning
1.
2.
3.
Students will use their Reader’s Notebook 85% of the time in response to reading.
Students will use their Writer’s Notebook 85% of the time in response to mini-lessons.
Students will revise their Embedded Assessment from the first nine weeks and earn an Exceeds Expectations based on the SpringBoard Scoring Guide.
SAISD © 2008-09 – Second Grading Period
English I
Page 2 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
CURRICULUM GUIDE
Essential Questions
Essential Pre-Requisite Skills
 In what ways is revision important for
students?
 What does revision of a product do for a
student? What is the outcome?
 Identify detail and summary statements in reading text selections, narrative or informative (Grade 8)
 Read to take action, such as to complete forms, to make informed recommendations, and write a response (Grade 8)
 Monitor his/her own comprehension and make modifications when understanding breaks down such as by rereading a portion aloud,
using reference aids, searching for clues, and asking question (Grade 8)
 Offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (Grade 8)
 Support responses by referring to relevant aspects of text and his/her own experiences (Grade 8)
 Write to express, discover, record, develop, reflect on ideas, and to problem solve (Grade 8)
 Locate the meanings, pronunciations, and derivations of unfamiliar words using dictionaries, glossaries, and other sources (Grade 8)
 Recognize and interpret literary devices such as flashback, foreshadowing, and symbolism (Grade 8)
 Recognize how style, tone, and mood contribute to the effect of the text (Grade 8)
The Teaching Plan
Instructional Model/Teacher Directions
The teacher will…
So students can …
Follow this one week plan. Use SpringBoard Level IV-Unit 1 to complete the following review.
Activities Focus: Review Embedded Assessment
(For a 45 minute class, this will take 5 class periods. For a 90 minute class, this will take 2 1/2 class period)
TEKS: 1a, 4b, 7a-j, 10b, 11a-e, 16a-f, 17a, 20b, 21e
Activity: Creating a Soundtrack for a Story p. 102
***The directions have been altered
 Review the soundtrack of two songs that fit the incident in the
 Facilitate the organization of a presentation of the students’ story soundtrack
story chosen
 Guide students to choose a text that has been read in class or an independent novel that has been read by the
 Review their presentation with an explanation of your incident
student
and soundtrack selection
 Guide students to review their soundtrack and make appropriate adjustments
 Review and/or recreate their CD cover that illustrates the
mood of the incident
 Schedule presentations for each student
 Present your soundtrack and CD cover to the class
Vocabulary
Model/maintain vocabulary in the back of the Reader’s Notebook and
on the Word Wall:

word wall

soundtrack

revision
6 Steps to Effective Vocabulary Instruction
1. The teacher provides a description, explanation, or example of the
new term.
2. Students restate the explanation of the new term in their own words.
3. Students create a non-linguistic representation of the term.
4. Periodically students are asked to discuss the terms with on
another.
5. Students periodically do activities that help them add to their
knowledge of vocabulary terms.
6. Periodically students are involved in games that allow them to play.
SAISD © 2008-09 – Second Grading Period
Resources
Textbooks:
SpringBoard

Level IV: p. 102
Department Website:
Reading, English and Language Arts Downloads | Secondary
English I
Independent Reading
Students will be responsible for reading one independent novel
outside the classroom every nine weeks. Suggested novels are
selected from available novels that are on campuses.
Suggested Novels:
 Romeo and Juliet
 To Kill ad Mockingbird
 A Summer Life
 The Pearl
 Monster
 Stargirl
 Catcher in the Rye
Page 3 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
(The following titles are also suggested for 9th grade. However,
the English Language Arts Department is unable to provide them
to campuses. Please use library/book room resource for
Independent Reading.)
 Slam
 Speak
 Stuck in Neutral
 Yellow Raft in Blue Water
 A Separate Peace
Optional Activities to Check for Understanding:
 Literature Circles: Every other Friday- students are
responsible for a different role for every group meeting
scheduled
 Keep reading logs: In the Reader’s Notebook and check
every other day
 Letter essays: Student is instructed to write to the teacher
about the book and the teacher then responses to the
reader
 Book Talks: Students will “sell” their books to the class
 Blogs: Students can respond to online blogs that their
teacher has created for a novel
Evidence of Learning
Differentiation
What do you do for students who need extra support?
 Coding Strategy: Identify a complex reading
selection. Students take notes on the text itself while
reading alone or in pairs. The note-taking system
consists of : a) colored markers for main ideas, b)
circles for new terms, c) numbers for sequential
events d) arrows for related concepts, and e)
question marks for unclear issues. Pairs share with
others when finished
What do you do for students who master the learning
quickly?
 Look at the news: Bring a newspaper to class and
point out the hard-news stories, investigative reports,
a news analysis and feature stories. Students can
compare the coverage of the same events by a local
and national news station or paper. They can make a
comparison chart of writing techniques.
 Clocking with a group: Students can perform group
editing by using the clocking strategy in a group.
Students label a blank sheet of paper, “The
Proofreading Page” and number from one to ‘the
SAISD © 2008-09 – Second Grading Period
Interims/TAKS/Benchmarks
Sample Questions
Released TAKS Test
34. In “A Horse for Matthew,” what do Matthew and Sundance
have in common? Explain your answer and
support it with evidence from the selection.
35. What did the author of “Hello, Old Paint” learn from her
experience? Explain your answer and
support it with evidence from the selection.
36. How is the bond between humans and animals important
in both “A Horse for Matthew” and “Hello,
Old Paint”? Support your answer with evidence from both
selections.
English I
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Careers/Life
Sample Questions
SAT: Passage-Based Reading
Directions: The passage below is followed by two
questions based on its content. Answer the questions on
the basis of what is stated or implied in the passage.
The following question is based on a passage from a
newspaper commentary written in 1969, an architecture
critic discusses old theaters and concert halls.
7. The principal function of the opening paragraph is to
A introduce the concept of conventional arts centers
B illustrate the trend toward revitalization of cultural
landmarks
C explore the connections between classical
architecture
and the arts
D contrast the beauty of old theaters with ordinary
modern
Buildings
Page 4 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
number the teacher assigns based on the taught
skills included in the editing activity.’ Across the top of
the page, each student writes his name. The
proofreading page is placed on top of the essay.
Students exchange papers with the student sitting
across from them. Each student writes his/her name
next to the number of the editing skill to be checked.
Depending on what has been taught that skill and/or
skills will be checked by each student. The students
only look and help edit one item/skill at a time and
then move clockwise for another partner. The
rotation continues until all identified skills are editing
for appropriate use.
Comparing passages:
12. The authors of both passages would most likely agree
that recycling rules are:
A convoluted
B commendable
C unethical
D antiquated
E unenforceable
Essay
Think carefully about the issue presented in the following
excerpt and the assignment below.
Given the importance of human creativity, one would think
it should have a high priority among our concerns. But if
we look at the reality, we see a different picture. Basic
scientific research is minimized in favor of immediate
practical applications. The arts are increasingly seen as
dispensable luxuries. Yet as competition heats up around
the globe, exactly the opposite strategy is needed.
-Adapted from Mihaly Csikszentmihalyi, Creativity: Flow
and the Psychology of Discovery and Invention
Assignment: Is creativity needed more than ever in the
world today? Plan and write an essay in which you
develop your point of view on this issue. Support your
position with reasoning and examples taken from your
reading, studies, experience, or observations.
SAISD © 2008-09 – Second Grading Period
English I
Page 5 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
English I
Unit of Study: The Short Story
CURRICULUM OVERVIEW
Second Grading Period – Weeks 2 - 5
Big Idea
Unit Rationale
The goals for this unit are:
 “To develop an awareness of reading strategies to enhance comprehension and
make connections to self and to the coming of age concept among several short
stories.
 To identify the elements of fiction and examine the effect that setting has on
character, plot, and the reader as well as to examine points of view in literature.
 To recognize foreshadowing, symbolism, motif, and irony as elements in literature.”
(College Board, 2005, p. 139)
“Through the ages, stories have been passed from generation to generation. Then
sometime between 1830 and 1835, Edgar Allan Poe began to write structured stories
for various magazines. His structure provided us with a format that characterizes the
genre today. Poe felt that a story should be short enough to be read in one sitting and
that it should contain a single line of action with a limited number of characters, building
to a climactic moment and then quickly reaching resolution. In modern literature, the
short story can be as short as a mere 500 words or as long as 20,000 words.” (College
Board, 2005, p. 139)
College Board. (2005). English textual power: Level IV. New York, NY: College Board.
College Board. (2005). English textual power: Level IV. New York, NY: College Board.
TEKS
Texas Essential Knowledge and Skills
Concepts
(1) Writing/purposes
The student writes in a variety of forms, including business, personal, literary, and
persuasive texts, for various audiences and purposes
(a) write in a variety of forms using effective word choice, structure, and sentence
forms with emphasis on organizing logical arguments with clearly related
definitions, theses, and evidence
(b) write in a voice and style appropriate to audience and purpose
(c) organize ideas in writing to ensure coherence, logical progression, and support
for ideas
TEKS Specificity - Intended Outcome
” I CAN” statements highlighted in yellow should be displayed for students.
I can:
 Use effective verbal skills to present a product
 Create a product for presentation
 Use a variety of media to enhance my understanding and/or connection to my
ideas
 Use technology to enhance my understanding and/or presentation of my ideas
 Review my work and make appropriate corrections
 Present clearly in front of the class
 Use my Reader’s and Writer’s Notebook daily
(2) Writing/writing process
The student uses recursive writing processes when appropriate
(a) use prewriting strategies to generate ideas, develop voice, and plan
(b) develop drafts, alone and collaboratively, by organizing and reorganizing
content and by refining style to suit occasion
(3) Writing/grammar/usage/conventions/spelling
The student relies increasingly on the conventions and mechanics of written English,
including the rules of grammar and usage, to write clearly and effectively
(a) produce legible work that shows accurate spelling and correct use of the
conventions of punctuation and capitalization
(b) demonstrate control over grammatical elements such as subject-verb
agreement
(4) Writing/inquiry/research
The student uses writing as a tool for learning
(f) compile written ideas and representations into reports, summaries, or other
formats and draw conclusions
SAISD © 2008-09 – Second Grading Period
English I
Page 6 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
(7) Reading/comprehension
The student comprehends selections using a variety of strategies
(a) establish a purpose for reading such as to discover, interpret, and enjoy
(b) draw upon his/her own background to provide connection to texts
(c) monitor reading strategies and modify them when understanding breaks down
such as rereading, using resources, and questioning
(d) construct images such as graphic organizers based on text descriptions and text
structures
(e) analyze text structures such as compare and contrast, cause and effect, and
chronological ordering
(f) identify main ideas and their supporting details
(g) summarize texts
(h) draw inference such as conclusion, generalizations, and predictions and support
them from text
(i) use study strategies such as skimming and scanning, note taking, outlining, and
using study-guide questions to better understand texts
(8) Reading/variety of texts
The student reads extensively and intensively for different purposes in varied sources,
including world literature
(a) read to be entertained, to appreciate a writer’s craft, to be informed, to take
action, and to discover models to use in his/her own writing
(9) Reading/culture
The student reads widely, including world literature, to increase knowledge of his/her
own culture, the culture of others, and the common elements across cultures
(a) recognize distinctive and shared characteristics of cultures through reading
(b) compare text events with his/her own and other readers’ experiences
(10) Reading/literary response
The student expresses and supports responses to various types of texts
(a) respond to informational and aesthetic elements in texts such as discussions,
journals, oral interpretations, and dramatizations
(b) use elements of text to defend his/her own responses and interpretation
(11) Reading/literary concepts
The student analyzes literary elements for their contributions to meaning in literary
texts
(a) Recognize the theme within a text
(b) Analyze the relevance of setting and time frame to text’s meaning
(c) Analyze characters and identify time and point of view
(d) Identify basic conflicts
(e) Analyze the development of plot in narrative text
(f) Recognize and interpret important symbols
(g) Recognize and interpret poetic elements like metaphor, simile, personification,
and the effect of sound on meaning
(h) Understand literary forms and terms such as author, drama, biography,
autobiography, myth, tall tale, dialogue, tragedy, and comedy, structure in
poetry, –epic,
ballad,
protagonist,
SAISD © 2008-09
Second
Grading
Period antagonist, paradox, analogy, dialect, and
English I
comic relief as appropriate to the selections being read
Page 7 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
(12) Reading/analysis/evaluation
The student reads critically to evaluate texts
(a) analyze characteristics of texts, including its structure, word choices, and
intended audience
(14) Listening/speaking/critical listening
The student listens attentively for a variety of purposes
(a) focus attention on the speaker’s message
(b) use knowledge of language and develop vocabulary to interpret accurately the
speaker’s message
(c) monitor speaker’s message for clarity and understanding such as asking
relevant questions to clarify understanding
(d) formulate and provide effective verbal and nonverbal feedback
(15) Listening/speaking/evaluation
(a) listen and respond appropriately to presentations and performances of peers
of published works
(b) identify and analyze the effect of artistic elements within literary texts such as
character development, rhyme, imagery, and language
(e) use audience feedback to evaluate his/her own effectiveness and set goals for
future presentations
(16) Listening/speaking/purposes
The student speaks clearly and effectively for a verity of purposes and audiences
(c) use the conventions of oral language effectively
(d) use informal, standard, and technical language effectively to meet the needs of
purpose, audience, occasion, and task
(e) ask clear questions for a verity of purposes and respond appropriately to the
questions of others
(f) make relevant contributions in conversations and discussions
(17) Listening/speaking/presentations
The student prepares, organizes, and presents informative and persuasive oral
messages
(a) present and advance a clear thesis and support the major thesis with logical
points or arguments
(18) Listening/speaking/literary interpretation
The student prepares, organizes and presents literary interpretations
(a) make valid interpretations of literary texts such as telling stories, interpreting
poems, stories, or essays
(b) analyze purpose, audience, and occasion to choose effective verbal and
(c) nonverbal strategies such as pitch and tone of voice, posture and eye contact
SAISD © 2008-09 – Second Grading Period
English I
Page 8 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
(20) Viewing/representing/analysis
The student analyzes and critiques the significance of visual representations
(d) recognize how visual and sound techniques or design convey messages in
media such as special effects, editing, camera angles, reaction shots,
sequencing, and music
(21) Viewing/representing/production
The student produces visual representations that communicate with others
(e) create, present, test, and revise a project
SAISD:
Students maintain Reader’s and a Writer’s Notebook to comprehend and write in
response to reading with textual evidence, compare and contrast varied text (literary,
informative and multi-media) and synthesize and evaluate new learning.
Evidence of Learning
1. Students will use their Reader’s Notebook at least 85% of the time in response to reading.
2. Students will use their Writer’s Notebook at least 85% of the time in response to mini-lessons.
3. Students will receive a Meets Expectations on the scoring guide found on page 231.
SAISD © 2008-09 – Second Grading Period
English I
Page 9 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
CURRICULUM GUIDE
Essential Questions
Essential Pre-Requisite Skills
 Is revenge a natural part of human
nature?
 What do short stories tell about human
nature?
 Capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using hyphens, semicolons,
colons, possessives, and sentence punctuation (6-8)
 Write to express, discover, record, develop, reflect on ideas, and problem solve (6-8)
 Write in complete sentences, varying the types such as compound and complex sentences (6-8)
 Capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using possessives, commas in a
series, commas in direct address, and sentence punctuation (4-5)
 Employ standard English usage in writing for audiences, including subject-verb agreement, pronoun referents, and parts of
speech (6-8)
 Use verb tenses appropriately and consistently such as present, past, future, perfect, and progressive (6-8)
 Use the writing process for self-initiated and assigned writing ( 4-8)
 Use resources to find correct spellings (4-8)
The Teaching Plan
Instructional Model/Teacher Directions
The teacher will…
So students can…
Follow this four week plan using SpringBoard Level IV Unit 2.
Activities Focus: Revenge
(For a 45 minute class, this will take 5 class periods. For a 90 minute class, this will take 2 1/2 class period)
Activity: “A Poison Tree”—Revenge p. 155
 Discuss the idea of revenge
 Facilitate the chunking of the poem
 Guide students through a performance of the poem
Activity: Point of View p. 162
 Guide students through the three points of view
 Facilitate students in transforming the text
Scaffolded Support:
 Point of view (Grammar book)
 Third person limited (Grammar book)
 Third person omniscient (Grammar Book)
Activity: Teacher-Directed Reading Activity p. 167
 Guide students through the text
 Facilitate a discussion regarding what was read
SAISD © 2008-09 – Second Grading Period
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a, 14 a-d, 15 a-e, 16 c-f, 17 a,
18a-b, 20c, 21e
 Read the poem aloud
 Chunk the poem
 Rehearse in triads
 Perform the poem as a class
 Mark the text and discuss responses
 Take notes in Reader’s Notebook (read aloud, chunking the text, rehearsal,
performance, marking the text)
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a,
 Take notes on the three points of view in their Reader’s Notebook
 Practice transforming the text in their Reader’s Notebook
 Rewrite the passage to reflect the other two points of view in their Reader’s
Notebook (graphic organizer, transformation of text, think-pair-share)
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a,
 Read a new text
 Make predictions in my Reader’s Notebook
 Use the following strategies to help them read (marking the text, read aloud,
guided reading, chunking the text, graphic organizer, close reading, predicting,
think-pair-share)
English I
Page 10 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Activity: “The Cask of Amontillado” Story Diagram p. 176
 Review the short story diagram with students
 Instruct students to highlight story elements
 Guide students through summarization
Activity: What Were You Thinking? P. 179
 Guide students to mark the text while in pairs
 Facilitate a small presentation by pairs
Activity: Foreshadowing in “The Cask of Amontillado” p. 187
 Introduce foreshadowing
 Discuss with students the use of foreshadowing
 Guide students through the mind of Poe
Activity: Irony in “The Cask of Amontillado” p. 190
 Introduce irony
 Discuss with students the use of irony
Activity: Writing Prompt p. 192
 Guide students through their prior work
 Assign the prompt and guide students through the writing process
Scaffolded Support:
 How to write a paragraph (Grammar book)
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a,
 Work in small groups
 Define literary elements in my Reader’s Notebook
 Use the following strategies (activate prior knowledge, graphic organizer,
marking the text)
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a, 14 a-d, 15 a-e, 16 c-f, 17 a,
18a-b, 20c, 21e
 Complete the Open Mind graphic organizer
 Discuss in groups (marking the text, rehearsal, transformation of text, graphic
organizer)
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a, 14 a-d, 15 a-e, 16 c-f, 17 a,
18a-b, 20c, 21e
 Identify examples of foreshadowing
 Imagine themselves as E. A. Poe
 Students will use the following strategies (graphic organizer, close reading,
modeling)
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a,
 Identify irony through the story
 Use the following strategies (close reading and modeling)
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a,
 Revisit prior work
 Draft a paragraph in my Reader’s Notebook
 Use the following strategies (revisiting prior work, writing process)
Activities Focus: Social Classes
(For a 45 minute class, this will take 2 class periods. For a 90 minute class, this will take 1 class period)
Activity: Revenge Reflection p. 197
 Guide students through a reread of “A Poison Tree” and “The Cask of Amontillado”
 Facilitate a discussion of the two stories using a Venn diagram
Activity: “The Stolen Party” – Close Reading p. 202
 Divide the reading into chunks
 Guide students through the activities
 Add new words to the word wall
Activity: Maid in Manhattan: A Look at Social Classes p. 215
 Guide students to identify the conflicts that exist between individuals
 Provide background knowledge to students about the first clip
 Facilitate the making of predictions
 Guide students through the discussion questions
Activity: Point of View in “The Stolen Party” p. 220
 Review the point of view activity
 Identify the point of view with the class
 Guide students through the transformation of the text
SAISD © 2008-09 – Second Grading Period
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a,
 Reread the two stories
 Compare/contrast the stories using the Venn diagram
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a,
 Read sections of the text into chunks
 Use the margin to make comments on the text
 Complete the activities related to point of view, visualization, and foreshadowing
(chunking the text, close reading, marking the text, graphic organizer, read
aloud)
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a,
 Analyzing the two video clips
 Make predictions in my Reader’s Notebook
 Review graphic organizer (previewing, graphic organizer, visual/auditory prompt,
predicting)
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a,
 Review the point of view activity
 With a partner, transform the text
 Rewrite a draft with a different point of view
English I
Page 11 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Activity: Story Diagram for “The Stolen Party” p. 223
 Guide students through the review of a short story diagram
 Facilitate a rereading of the story
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a,
 Reread the story while looking for examples of each element.
 Mark the text independently to complete the short story diagram (graphic
organizer, close reading, marking the text, think-pair-share)
Activity: Postreading—Role Playing p. 225
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a,
 Facilitate a reflection on the theme of coming of age
 Make predictions
 Discuss question which are related to the story read
 Draft a mini-script in my Reader’s Notebook
 List ideas as a prewriting activity
 Read aloud (predicting, transformation of text, writing process, role playing)
Activities Focus: Embedded Assessment
(For a 45 minute class, this will take 5 class periods. For a 90 minute class, this will take 2 1/2 class period)
Activity: Creating and Presenting a Scrapbook p.229
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a,
 Guide students in the creating of a scrapbook
 Choose a character to use for your scrap book
 Some items that can be included in the scrapbook are: diary entries, drawings or
 List personal items that would be appropriate for the character (find and collect
photographs, poems, real or mock newspaper or magazine clippings, significant ticket
these items) in my Reader’s Notebook
stubs, matchbook covers, and similar souvenirs, letters sent to others or received from
 Follow the scoring guide
others.
Activities Focus: The teaching of a lesson
(For a 45 minute class, this will take 5 class periods. For a 90 minute class, this will take 2 1/2 class period)
Activity: “Thank You M’am” Character Choices p. 232
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a,
 Facilitate a discussion that deals with revenge and one that deal with alternative
 Mark the text when characters make choices
options
 Do jump in reading
 Guide students through an oral reading
 Apply what they’ve learned to the graphic organizer (marking the text, oral
reading, graphic organizer)
Activity: “Thank You M’am” Story Diagram p. 238
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a, 14 a-d, 15 a-e, 16 c-f, 17 a,
18a-b, 20c, 21e
 Guide students through marking the text and highlighting elements found on the short
story diagram
 Summarize the text in their Reader’s Notebook
 Discuss with students the two settings of the story
 Discuss the different settings
 Guide students through summarizing the text
 Apply what they learned about the story to the short story diagram
 Make short presentations (marking the text, graphic organizer,
Scaffolded Support:
summarizing/paraphrasing/retelling)
 Presentations (Grammar book)
Activity: Character Letter p. 248
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a,
 Guide students through the writing of two prompts
 Respond to one of two prompts
 Encourage students to mail or deliver the letter to those to whom they wrote their own
 Revise and edit their drafts
thank you letters
 Read prompt to the class aloud
 Mail or deliver the finish copy of the letter (activating prior knowledge, oral
Scaffolded Support:
reading)
 Writing a letter (Grammar book)
 Writing a thank you note (Grammar book)
Activity: Anticipation Guide for “The Scarlet Ibis” p. 249
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a,
 Guide students to complete the anticipation guide
 Complete the anticipation guide
 Have a class discussion on the anticipation guide
 Discuss their responses with the class noting textual support
 Facilitate predictions of the story
 Make predictions regarding the short story in their Reader’s Notebook
(anticipation guide, predicting)
SAISD © 2008-09 – Second Grading Period
English I
Page 12 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Activity: “The Scarlet Ibis”—Chunking the Text p. 251
 Guide students to make a prediction of the story
 Facilitate the chunking of the text
Activity: Identifying the Effect of Similes p. 265
 Discuss similes
 Guide students to create new similes based on their sentence stems
Activity: Short Story Diagram for “The Scarlet Ibis” p. 267
 Guide students through a short reading and plot the story elements on the short story
diagram
 Facilitate groups to recreate a short story diagram
Activity: The Great Motif Hunt p. 269
 Guide a discussion on the definition of motif
 Guide students through the scanning of the text
Activity: Textual Evidence p. 271
 Guide students to go back through the text and mark for textual evidence
 Facilitate how to cite a passage from the text
Scaffolded Support:
 Citations (Grammar book)
 Writing a topic sentence (Grammar book)
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a,
 Make predictions on the short story
 Demonstrate how to mark the text correctly
 Discuss a strategy that really helped them to read the text (predicting, chuking
the text, marking the text, questioning the text, read aloud)
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a,
 Discuss the use of similes in their Reader’s Notebook
 Analyze similes in order to create their own (modeling)
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a,
 Complete a close reading and plot elements of the story on the graphic organizer
 Recreate a short story diagram in their Reader’s Notebook (close reading,
graphic organizer, marking the text, think-pair-share)
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a,
 Scan the story
 Understand what motif means by looking for repeated images in the story
 Draft a paragraph that explain why the author might have used that particular
image (skimming/scanning, writing process)
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a,
 Identify textual support
 Learn how to cite a passage in their Reader’s Notebook
 Draft a topic sentence (marking the text, graphic organizer)
Activities Focus: Embedded Assessment
(For a 45 minute class, this will take 3 class periods. For a 90 minute class, this will take 1 1/2 class period)
Activity: Setting the Mood p. 273
 Guide students through any stories, story maps, and notes that discuss setting
 Facilitate how to write a topic sentence and opening paragraph
Scaffolded Support:
 Writing process (Grammar book)
Vocabulary
Model/maintain vocabulary in the back of the Writer’s
Notebook and on Word Wall:
 short story
 topic
 audience
 portfolio
 organization
 conventions
 rubric
6 Steps to Effective Vocabulary Instruction
1. The teacher provides a description, explanation,
or example of the new term.
SAISD © 2008-09 – Second Grading Period
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a,
 Draft how the setting is supposed to help the reader
 Complete the model topic sentence for you opening paragraph
 Revise and edit draft with a partner
 Prepare final copy
Resources
Textbook:
SpringBoard:
 Level IV: pp. 155-273
Writing and Grammar:
 Use index to find scaffolded support lessons
Curriculum Management System
 Ratiocination(Writing)
 Editing Checklist(Writing)
Reading, English and Language Arts - Downloads |
Secondary
English I
Independent Reading
Students will be responsible for reading one
independent novel outside the classroom every nine
weeks. Suggested novels are selected from available
novels that are on campuses.
Suggested Novels:
 Romeo and Juliet
 To Kill ad Mockingbird
 A Summer Life
 The Pearl
 Monster
 Stargirl
 Catcher in the Rye
Page 13 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
(The following titles are also suggested for 9th grade.
However, the English Language Arts Department is
currently unable to provide them to campuses. Please use
library/book room resource for Independent Reading.)
 Slam
 Speak
 Stuck in Neutral
 Yellow Raft in Blue Water
 A Separate Peace
2. Students restate the explanation of the new term
in their own words.
3. Students create a non-linguistic representation of
the term.
4. Periodically students are asked to discuss the
terms with on another.
5. Students periodically do activities that help them
add to their knowledge of vocabulary terms.
6. Periodically students are involved in games that
allow them to play.
Optional Activities to Check for Understanding:
 Literature Circles: Every other Friday- students are
responsible for a different role for every group
meeting scheduled
 Keep reading logs: In the Reader’s Notebook and
check every other day
 Letter essays: Student is instructed to write to the
teacher about the book and the teacher then
responses to the reader
 Book Talks: Students will “sell” their books to the
class
 Blogs: Students can respond to online blogs that
their teacher has created for a novel
Evidence of Learning
Differentiation
What do you do for students who need extra
support?
 Brain Writing as a Prewriting Tool: Either dictate
to the teacher (in native language, if possible) or
have ELLs/Struggling Students use illustrations to
prewrite (Writing, 1a)
 Writing without Composing: Have the students
use one of the following to prewrite: lists,
brainstorming, oral discussion with peer or a
graphic organizer (Writing, 1a)
 4-2-1 Free Write as a Prewriting Tool: Students
read and jot down four main ideas. In pairs, they
share their ideas and together come up with tow
main ideas. The pair joins another pair and, as a
group of 4, the students come up with one main
idea. Finally, each student writes as much as they
can about that one main idea.
 Technology Application: Have students type their
pieces on the computer.
SAISD © 2008-09 – Second Grading Period
Interims/TAKS/Benchmarks
Sample Questions
31. The publishers of this magazine want readers
to believe that it can —
F strengthen reading skills
G increase volunteerism
H prevent arguments
J improve friendships
32. Which of the following articles would best fit
the primary purpose of the magazine?
A “Why I Can’t Talk to My Mom”
B “Sisters—The Real Best Friends”
C “Friendly Relations Between Governments”
D “How to Break Up with Your Boyfriend”
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Careers/Life
Sample Questions
SAT: Improving Paragraphs
Think carefully about the issue presented in the following
excerpt and the assignment below.
Most of us are convinced that fame brings happiness.
Fame, it seems, is among the things people most desire.
We believe that to be famous, for whatever reason, is to
prove one self and confirm that one matters in the world.
And yet those who are already famous often complain of
the terrible burden of fame. In fact, making the
achievement of fame one’s life goal involves commitments
of time and effort that us usually wasted.
33. The magazine’s publishers probably intend for
the cover photograph to illustrate —
A the importance of telephone Communication
B the difficulty of apologizing to friends
C the positive aspects of friendship
D the challenges of finding time to spend together
English I
Page 14 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
What do you do for students who master the
learning quickly?
 Illustrate Your Story- Create several illustrations
that help express the mood of your story, choose
placement, and bind the work together.
 Create an Author’s Forum- Invite classmates to
share their short stories with the rest of the class.
Following a reading, you may want to encourage a
discussion of the story and the techniques the
writer used.
 Create a Technology based Story Board- Using
your short story create a story board with a
computer program.
SAISD © 2008-09 – Second Grading Period
Adapted from Leszek Kolakowski, Freedom, Fame,
Lying, and Betrayal: Essays for Everyday Life
Assignment: Does Fame bring happiness, or are what are
people who not famous able to be happy? Plan and write
an essay in which you develop your point of view on this
issue. Support your position with reasoning and examples
taken from your reading, studies, experiences, or
observations.
English I
Page 15 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
English I
Unit of Study: The Novel
CURRICULUM OVERVIEW
Second Grading Period – Weeks 6 - 9
Big Idea
Unit Rationale
The goals of this unit are:
 To trace the growth of a main character, theme, and plot and to write incidents from a
character’s point of view.
 To compare the written and film version of a scene and to practice using strategies to
make meaning from text.
 To show understanding of the text by asking interpretive questions and to create and oral
presentation that conveys an understanding of the plot.
 To craft a technically sound analytical essay.” (College Board, 2005, p. 697)
College Board. (2005). English textual power: Level IV. New York, NY: College Board.
“In this unit, you will encounter a longer, more complex text that deals with the
concept of coming of age. Based on previous learning about the conventions of the
short story, poetry, drama, and film, in this unit, students will study the novel as a
genre. Students will analyze a sustained development of character, plot, theme,
and setting. They will also be expected to recognize thematic connections between
this longer work and previous works. This unit of study is the culmination of a year
of thematic and genre study.” (College Board, 2005, p. 697)
College Board. (2005). English textual power: Level IV. New York, NY: College
Board.
TEKS Specificity – Intended Outcomes
TEKS
Texas Essential Knowledge and Skills
Concepts
(1) Writing/purposes
The student writes in a variety of forms, including business, personal, literary, and
persuasive texts, for various audiences and purposes
(a) write in a variety of forms using effective word choice, structure, and sentence forms
with emphasis on organizing logical arguments with clearly related definitions,
theses, and evidence
(b) write in a voice and style appropriate to audience and purpose
(c) organize ideas in writing to ensure coherence, logical progression, and support for
ideas
(2) Writing/writing process
The student uses recursive writing processes when appropriate
(a) use prewriting strategies to generate ideas, develop voice, and plan
(b) develop drafts, alone and collaboratively, by organizing and reorganizing content
and by refining style to suit occasion
” I CAN” statements highlighted in yellow should be displayed for
students.
I can:
 Write an analytical essay
 Make logical interpretations
 Present in front of my class
 Use my Reader’s and Writer’s Notebook daily
 Use effective verbal skills to present a product
 Create a product for presentation
 Use a variety of media to enhance my understanding and/or connection to my
ideas.
 Use technology to enhance my understanding and/or presentation of my ideas.
 Review my work and make appropriate corrections
 Present clearly in front of the class
(3) Writing/grammar/usage/conventions/spelling
The student relies increasingly on the conventions and mechanics of written English,
including the rules of grammar and usage, to write clearly and effectively
(a) produce legible work that shows accurate spelling and correct use of the conventions
of punctuation and capitalization
(b) demonstrate control over grammatical elements such as subject-verb agreement
(4) Writing/inquiry/research
The student uses writing as a tool for learning
(f) compile written ideas and representations into reports, summaries, or other formats
and draw conclusions
SAISD © 2008-09 – Second Grading Period
English I
Page 16 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
(7) Reading/comprehension
The student comprehends selections using a variety of strategies
(a) establish a purpose for reading such as to discover, interpret, and enjoy
(b) draw upon his/her own background to provide connection to texts
(c) monitor reading strategies and modify them when understanding breaks down such
as rereading, using resources, and questioning
(d) construct images such as graphic organizers based on text descriptions and text
structures
(e) analyze text structures such as compare and contrast, cause and effect, and
chronological ordering
(f) identify main ideas and their supporting details
(g) summarize texts
(h) draw inference such as conclusion, generalizations, and predictions and support
them from text
(i) use study strategies such as skimming and scanning, note taking, outlining, and
using study-guide questions to better understand texts
(8) Reading/variety of texts
Students reads extensively and intensively for different purposes in varied sources,
including world literature
(a) read to be entertained, to appreciate a writer’s craft, to be informed, to take action,
and to discover models to use in his/her own writing
(9) Reading/culture
The student reads widely, including world literature, to increase knowledge of his/her own
culture, the culture of others, and the common elements across cultures
(c) recognize distinctive and shared characteristics of cultures through reading
(d) compare text events with his/her own and other readers’ experiences
(10) Reading/literary response
The student expresses and supports responses to various types of texts
(c) respond to informational and aesthetic elements in texts such as discussions,
journals, oral interpretations, and dramatizations
(d) use elements of text to defend his/her own responses and interpretations
(11) Reading/literary concepts
The student analyzes literary elements for their contributions to meaning in literary texts
(a) Recognize the theme within a text
(b) Analyze the relevance of setting and time frame to text’s meaning
(c) Analyze characters and identify time and point of view
(d) Identify basic conflicts
SAISD © 2008-09 – Second Grading Period
English I
Page 17 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
(e) Analyze the development of plot in narrative text
(f) Recognize and interpret important symbols
(g) Recognize and interpret poetic elements like metaphor, simile, personification, and
the effect of sound on meaning
(h) Understand literary forms and terms such as author, drama, biography,
autobiography, myth , tall tale, dialogue, tragedy, and comedy, structure in poetry,
epic, ballad, protagonist, antagonist, paradox, analogy, dialect, and comic relief as
appropriate to the selections being read
(12) Reading/analysis/evaluation
The student reads critically to evaluate texts
(b) analyze characteristics of texts, including its structure, word choices, and intended
audience
(14) Listening/speaking/critical listening
The student listens attentively for a variety of purposes
(e) focus attention on the speaker’s message
(f) use knowledge of language and develop vocabulary to interpret accurately the
speaker’s message
(g) monitor speaker’s message for clarity and understanding such as asking relevant
questions to clarify understanding
(h) formulate and provide effective verbal and nonverbal feedback
(15) Listening/speaking/evaluation
(a) listen and respond appropriately to presentations and performances of peers
of published works
(b) identify and analyze the effect of artistic elements within literary texts such as
character development, rhyme, imagery, and language
(e) use audience feedback to evaluate his/her own effectiveness and set goals for
future presentations
(16) Listening/speaking/purposes
The student speaks clearly and effectively for a verity of purposes and audiences
(c) use the conventions of oral language effectively
(d) use informal, standard, and technical language effectively to meet the needs of
purpose, audience, occasion, and task
(e) ask clear questions for a verity of purposes and respond appropriately to the
questions of others
(f) make relevant contributions in conversations and discussions
(17) Listening/speaking/presentations
The student prepares, organizes, and presents informative and persuasive oral messages
(a)
present and advance a clear thesis and support the major thesis with logical
points or arguments
(18) Listening/speaking/literary interpretation
The student prepares, organizes and presents literary interpretations
(e) make valid interpretations of literary texts such as telling stories, interpreting
poems, stories, or essays
SAISD © 2008-09 – Second Grading Period
English I
Page 18 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
(f)
analyze purpose, audience, and occasion to choose effective verbal and
nonverbal strategies such as pitch and tone of voice, posture and eye contact
(20) Viewing/representing/analysis
The student analyzes and critiques the significance of visual representations
(g) recognize how visual and sound techniques or design convey messages in
media such as special effects, editing, camera angles, reaction shots,
sequencing, and music
(21) Viewing/representing/production
The student produces visual representations that communicate with others
(e) create, present, test, and revise a project
SAISD:
Students maintain Reader’s and a Writer’s Notebook to comprehend and write in
response to reading with textual evidence, compare and contrast varied text (literary,
informative and multi-media) and synthesize and evaluate new learning.
Evidence of Learning
1.
2.
3.
Students will use their Reader’s Notebook at least 85% of the time in response to reading.
Students will use their Writer’s Notebook at least 85% of the time in response to mini-lessons.
Students will earn a Meets Expectation on the scoring guide for Embedded Assessment Two.
SAISD © 2008-09 – Second Grading Period
English I
Page 19 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
CURRICULUM GUIDE
Essential Questions
 How is Southern life appropriate for the
1930’s?
 How does this novel show you what
coming of age really means?
 What lessons are learned from this novel?
Essential Pre-Requisite Skills
 Clarify and support spoken ideas with evidence, elaborations, and examples (4-8)
 Locate the meanings, pronunciations, and derivations of unfamiliar words using dictionaries, glossaries, and other sources (4-8)
 Select varied sources such as plays, anthologies, novels, textbooks, poetry, newspapers, manuals, and electronic texts when
reading for information or pleasure (6-8)
 Monitor his/her own comprehension and make modifications when understanding breaks down such as by rereading a portion
aloud, using reference aids, searching for clues, and asking questions (4-8)
 Use study strategies to learn and recall important ideas from texts such as preview, question, reread, and record (6-8)
 Interpret text ideas through such varied means as journal writing, discussion, enactment, and media (6-8)
 Summarize and organize information from multiple sources by taking notes, outlining ideas, and making charts (4-8)
 Articulate and discuss themes and connections that cross cultures (4-8)
 Employ standard English usage in writing for audiences, including subject-verb agreement, pronoun referents, and parts of speech
(4-8)
 Organize prior knowledge about a topic in a variety of ways such as by producing a graphic organizer (4-8)
 Use media to compare ideas and points of view (4-8)
The Teaching Plan
Instructional Model/Teacher Directions
The teacher will…
So students can…
Follow this four week plan. Use SpringBoard Level IV-Unit 6 to complete the following lessons.
Activities Focus: To Kill a Mockingbird
(For a 45 minute class, this will take 9 class periods. For a 90 minute class, this will take 4 1/2 class period)
Activity: Putting Text into Context p. 716
 Guide students through viewing of controversial photographs that capture the
essence of Southern life during the 1930’s.
 Facilitate a discussion on “Jim Crow’ laws
Activity: Visualizing Chapter 1 p. 735
 Introduce the characters and visualize their appearance
 Model effective reading strategies to assist students in making meaning from text
11a-hActivity: Making Connections with Chapters 2 & 3 p. 739
 Model effective reading strategies to assist students in making meaning from text
 Guide students through text-to-self, text-to-text, text-to-world
 Guide students through a Readers’ Theatre
Activity: Making Predictions with Chapters 4 & 5 p. 741
 Practice making predictions and tracking them for verification
 Practice using effective vocabulary strategies to enhance comprehension of text
 Track maturation of the main characters’ growth as they continue to interact with Boo
SAISD © 2008-09 – Second Grading Period
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a
 View photographs and make educated guesses and comments about the time period
in their Reader’s Notebook
 Become informed about the historical, cultural, and geographical context of the novel
(close reading, KWL chart, quickwrite, marking the text)
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a, 12a, 14 a-d, 15 a-e, 16 c-f, 17 a,
18a-b, 20c, 21e
 See the pattern of the breakdown of stereotype and prejudice
 Be prepared for future contact with Boo Radley (visualizing, read aloud, think aloud,
writing process, guided reading, think-pair-share, presentation, dialectical journal)
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a, 12a, 14 a-d, 15 a-e, 16 c-f, 17 a,
18a-b, 20c, 21e
 Compare and evaluate different versions of the text
 Practice making connections with the text in their Reader’s Notebook
 Practice how to use a Reader’s Theatre (read aloud, think aloud, oral interpretation,
think-pair-share)
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a
 Update notes on Boo Radley
 Write a diary entry in Boo’s voice commenting on the children’s latest pranks
(predicting, skimming/scanning, think aloud, writing process, graphic organizer, read
aloud, dialectical journal) in their Reader’s Notebook
English I
Page 20 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Radley
Activity: Drawing Inferences in Chapters 6 & 7 p. 745
 Guide students to practice a close reading of the text to infer meaning and draw
conclusions, basis of literary interpretation.
 Facilitate a model of examining text to develop an inference
Activity: Drawing the Neighborhood with Chapter 8 p. 747
 Guide students through a discussion of the widening horizons of Jem’s and Scout’s
world
 Guide students, each time the reader gets more information about the setting or
logistical arrangement of the neighborhood, through an expansion of interpretations
Activity: Questioning the Text with Chapter 9 & 10 p. 750
 Introduce questioning skills into students’ repertoire of strategies to make meaning
from text (QUILT)
 Guide students through the process of questioning the text
Activity: Examining the Title in Chapter 10 p. 754
 Facilitate a discussion of the meaning of the title
 Guide students through the definition of motif
 Guide students through the making of interpretation on chart tablet
Activity: Pinning the Quote on Atticus in Chapter 11 p. 757
 Guide students through the examination of some of the lessons that Atticus teaches
his children
 Guide students through a list of adjectives that describe Atticus’s character and use
the descriptive adjectives to practice writing topic sentences using two adjectives that
are complementary
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a
 Practice making inferences and drawing appropriate conclusion in their Reader’s
Notebook
 Practice pulling evidence from the text to support inferences
 Read beyond the literal level and move to a deeper level of thinking (read aloud,
close reading, graphic organizer, think aloud, think-pair-share)
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a
 Read the text closely and understand the significance of the spatial relationship of the
neighborhood (activate prior knowledge, skimming/scanning, close reading, thinkpair-share, graphic organizer, read aloud)
 Use the graphic organizer to track how the boundaries will change throughout the
novel
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a
 Read actively with questions in mind in order to stay engaged in the text
 Practice thoughtful, focused critical thinking about texts (close reading, read aloud,
think aloud, questioning the text)
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a
 Practice close reading and infer meaning in their Reader’s Notebook
 Revisit the passage from Chapter 10 that contain the title.
 Participate in a gallery walk (activate prior knowledge, close reading, quickwrite, read
aloud, think-pair-share)
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a
 Practice developing topic sentences in their Reader’s Notebook
 Prepare for Embedded Assessment Two: Writing an Analytical Essay on Coming of
Age (skimming/scanning, writing process)
Scaffolded Support:
 The writing process (Grammar book)
Activity: Performing a Scene in Chapter 12 p. 760
 Facilitate a discussion on the effects of reverse discrimination and the beginning of
Jem’s and Scout’s awareness of walking in another person’ shoes
 Guide students through the rewriting of a scene in Chapter 12 by transforming it into
a dramatic structure using dialogue instead of narration
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a, 12a, 14 a-d, 15 a-e, 16 c-f, 17 a,
18a-b, 20c, 21e
 Connect the chapter to a larger understanding of the novel
 Transform the text and evaluate its presence in a novel as opposed to film
(transformation of text, quickwrite, performance, think-pair-share) in their Reader’s
Notebook
Activities Focus: Print and Film
(For a 45 minute class, this will take 5 class periods. For a 90 minute class, this will take 2 1/2 class period)
Activity: Comparing Print and Film Text p. 771
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a
 Guide students through Chapter 15
 Read Chapter 15 closely
 Show students the same scene in film
 Compare and contrast print and film text
 Observe effects of change from print to film text (close reading, marking the text)
Activity: Writing Prompts p. 774
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a
 Group students and assign a writing prompt to each group
 Write a paragraph responding to their prompt in their Reader’s Notebook
SAISD © 2008-09 – Second Grading Period
English I
Page 21 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
 Guide students to use details from the text to support a topic sentence
Activity: Court is Now in Session p. 776
 Guide students through courtroom terms
 Facilitate a discussion on how to create a screen play of a scene from the book
Activity: Analyzing Atticus’s Closing Argument p. 782
 Guide students through the use of SMELL to analyze Atticus’s closing argument
(S=sender-receiver relationship M= message; E= emotional strategies; L= logical
strategies; L= language)
Scaffolded Support:
 Write an analysis (Grammar book)
Activity: Reflection on the Verdict p. 784
 Conduct a Socratic Seminar on the verdict
Scaffolded Support:
 Socratic Seminar (Grammar book)
Activity: Scout and Boo p. 790
 Guide students through the reading of Scout’s encounter with Boo
 Share their paragraph with the other members of their group
 Jigsaw with other groups (writing process, jigsaw)
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a, 12a, 14 a-d, 15 a-e, 16 c-f, 17 a,
18a-b, 20c, 21e
 Research a character and take notes in their Reader’s Notebook
 View a clip from Court TV to get an idea of how a court scene should look
 Perform a scene in front of the class (activate prior knowledge, graphic organizer,
transformation of text)
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a
 Conduct a close reading of the closing argument in Chapter 20 using the acronym
SMELL
 Write an analysis of the closing argument in their Reader’s Notebook (close reading)
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a
 Discuss the verdict and participate in a Socratic Seminar
 Take notes in their Reader’s Notebook
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a
 Respond to the text and cite textual evidence in their Reader’s Notebook
 Draft a written essay that explores the issues and include textual support
Activities Focus: Preparing for Embedded Assessment Two
(For a 45 minute class, this will take 1 class periods. For a 90 minute class, this will take 1/2 class period)
Activity: Preparing for EA p. 795
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a
 Guide students in a discussion the different topics that came up in the novel
 Participate in a quickwrite in their Reader’s Notebook
 Guide students to create a thesis statement
 Select a sentence from their quickwrite
 Choose an idea from their last free write and this will be their thesis
Scaffolding support:

Writing a thesis statement
Activities Focus: Embedded Assessment Two
(For a 45 minute class, this will take 5 class periods. For a 90 minute class, this will take 2 1/2 class period)
Activity: Writing an Analytical Essay on Coming of Age p. 796
TEKS: 1a-c, 2a-b,3a-b, 4f, 7a-I, 8a, 9a-b, 10a-b, 12a
 Write a multi-paragraph essay that shows your understanding of how new insights
 Write a multi-paragraph essay and earn a Meets Expectations on the scoring guide
grow out of defining experiences in life as individuals come of age.
on page 796
Vocabulary
Model/maintain vocabulary in the Reader’s Notebook and
on the Word Wall.
 Thesis statement
 SMELL
 Verdict
 Topic sentences
 Interpretation of texts
 Literary interpretation
SAISD © 2008-09 – Second Grading Period
Resources
Textbooks:
Independent Reading
Students will be responsible for reading one
independent novel outside the classroom every nine
weeks. Suggested novels are selected from available
novels that are on campuses.
Spring Board Level 4:
 Pp.716-797
Writing and Grammar:
 Use index to find scaffolded support lessons
Department Website:
Reading, English and Language Arts - Downloads |
English I
Suggested Novels:
 Romeo and Juliet
 A Summer Life
 The Pearl
Page 22 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
 Monster
 Stargirl
 Catcher in the Rye
(The following titles are also suggested for 9th grade.
However, the English Language Arts Department is
currently unable to provide them to campuses. Please use
library/book room resource for Independent Reading.)
 Slam
 Speak
 Stuck in Neutral
 Yellow Raft in Blue Water
 A Separate Peace
Secondary
6 Steps to Effective Vocabulary Instruction
1. The teacher provides a description, explanation, or
example of the new term.
2. Students restate the explanation of the new term in
their own words.
3. Students create a non-linguistic representation of
the term.
4. Periodically students are asked to discuss the terms
with on another.
5. Students periodically do activities that help them
add to their knowledge of vocabulary terms.
6. Periodically students are involved in games that
allow them to play.
Optional Activities to Check for Understanding:
 Literature Circles: Every other Friday- students are
responsible for a different role for every group meeting
scheduled
 Keep reading logs: In the Reader’s Notebook and
check every other day
 Letter essays: Student is instructed to write to the
teacher about the book and the teacher then
responses to the reader
 Book Talks: Students will “sell” their books to the
class
 Blogs: Students can respond to online blogs that their
teacher has created for a novel
Evidence of Learning
Differentiation
What do you do for students who need additional
support?
 Collaborative Strategic Reading-students can work
in small groups to assist one another in applying
reading strategies to facilitate their comprehension of
text.
 Peer Reading- Break up the text into chunks and
create a question or set of questions that will require
students to summarize the section. In pairs, ask the
students to read the first section, mark their text, and
then engage in coaching partnerships.
What do you do for students who master the learning
quickly?
 Media at home- students can view another movie or
T.V. show at home and record any literary elements
studied in this unit.
SAISD © 2008-09 – Second Grading Period
Interims/TAKS/Benchmarks
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Careers/Life
Sample Questions
30. The reader can conclude that the authors of
“A Horse for Matthew” and “Hello, Old
Paint” —
F write only about events that have actually
happened
G see similarities between horses and people
H understand the business of breeding horses
J have written extensively about animals
Sample Questions
SAT: Passage-Based Reading
Directions: The passage below is followed by two
questions based on its content. Answer the questions on
the basis of what is stated or implied in the passage.
31. Based on paragraph 18, the reader can
conclude that —
F friends are not very important to the author
G the author will resume her friendship with Billy
H animals are more important to the author than
people
J the author
7. The principal function of the opening paragraph is to
A introduce the concept of conventional arts
centers
B illustrate the trend toward revitalization of
cultural landmarks
C explore the connections between classical
architecture and the arts
English I
The following question is based on a passage from a
newspaper commentary written in 1969, an architecture
critic discusses old theaters and concert halls.
Page 23 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
 Charts and Graphs-students can create a chart or
graph about Paul’s choices and consequences.
Students could also use a computer program to do
so.
D
32. Which lines show that the author was
beginning to question her decision to sell
Cricket and Sassy?
A
I ask her how Cricket and Sassy are doing,and
she says, “Great!” Nothing more.
B What do they think, I’m an idiot orsomething? I
stomp into the house.
C “Well, Cricket, friendships take work,” I’ll say.
That’s all there is to it.”
D But the check bounced! Isn’t that strange? I
mean is there a message here?
contrast the beauty of old theaters with ordinary
modern buildings
Comparing passages:
12. The authors of both passages would most likely agree
that recycling rules are
A convoluted
B commendable
C unethical
D antiquated
E unenforceable
Essay
Think carefully about the issue presented in the following
excerpt and the assignment below.
Given the importance of human creativity, one would think
it should have a high priority among our concerns. But if
we look at the reality, we see a different picture. Basic
scientific research is minimized in favor of immediate
practical applications. The arts are increasingly seen as
dispensable luxuries. Yet as competition heats up around
the globe, exactly the opposite strategy is needed.
-Adapted from Mihaly Csikszentmihalyi, Creativity: Flow
and the Psychology of Discovery and Invention
Assignment: Is creativity needed more than ever in the
world today? Plan and write an essay in which you
develop your point of view on this issue. Support your
position with reasoning and examples taken from your
reading, studies, experience, or observations.
SAISD © 2008-09 – Second Grading Period
English I
Page 24 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.